Review Unit 5-6 (Mm-Rr)

Objectives: By the end of the lesson, students will be able to:

 Recognize and differentiate letters Mm, Nn, Oo, Pp, Qq, and Rr and its sound
correctly
 Identify the beginning sounds of words.
 Learn and use vocabulary words related to the letters.
 Practice sentence structures in speaking activities.
Teaching
tools and
Stages Procedures Time (90
materials
(các bước) (tiến trình bài dạy) minutes)
(giáo cụ,
học liệu)

Warm up - T writes Mm-Rr on the board 5 mins FCs of M-R

- T models the sounds for the students and have them words
repeat
- T uses FCs to review words from U5-6.

Student Book, p.60

Stage 1 Part A: Look and listen. Sing along 10 mins
- T plays CD2- 27, Ss listen one time
- T plays the song again, Ss listen and sing, point to
the pictures in their book that present key words.
- T then randomly points to picture and has Ss say
the sound and the word that corresponds to each
picture. Ex, if you point to the robot, Ss say /r/ /r/
robot
- T continues pointing and increases the speed
every turn
- Finally, T asks Ss to point and show the hidden
letter to the class, say the sound and one of that
letter’s keywords.
Small Game 5 mins
Part B: Listen, circle and write (CD2-28)
- T checks answer with the whole class
Writing activity: 5 mins
- T goes back the exercise B
- Ss plays in pairs or groups of three. Ss comes to
the board.
- T points to the other pictures in exercise B and
says Go!; Ss must race to write the correct partner
letters on the board.
- T continues playing as time permits.
Stage 2: Baamboozle Game 20 mins https://
Review all the - T devides class into two teams www.baamb
vocabulary of U5- - Ss of each team turn by turn come to the board oozle.com/
U6 and choose one number, then anwer the question. classic/
- If the team answers correctly, they earn the points 1434040
assigned to that question. If incorrect, they earn
no points, and some games allow the next team to
attempt an answer.
- Some games include power-ups (like double
points) or random challenges.
- The team with the most points at the end of the
game wins
Break time 5 mins
Student Book, p. 62 15 mins
Stage 3 Part C: Listen. Do you hear the same sound? Draw
smiley face or sad face. (CD2-29)
- T explains the task for Ss (T elicits the meaning of
the icons in the task)
- T plays the CD and has Ss repeat the words they
hear
- T encourages Ss to smile when the words begin
with the same sound and frown when the words
begin with a different sound.
- T plays again and asks Ss to finish part C
- T goes around and checks Ss’ answers
Extended activity: T can do an activity with the exercise
by combining other key words with some adjective have
the same and different initial sounds (ex: busy nest, quiet
queen, …) . T asks Ss to do the same: smile when the
words begin with the same sound and frown when the
words begin with a different sound. T can speed up after
few turn to have more fun.

Part D: Match and say

- T explains the task to Ss, asks them to match the
words with the same sound to the letter and the
sound.
- T can do again the example with whole class for
their understanding
- T goes around to help Ss
- T checks answers with whole class.
Stage 4 Student Book, p. 63 (Part E: Play the game) 20 mins
Practice with the It’s better to re-print p. 63 in A3 paper and in color, so
structure : I see..../ that we can play with the whole class to practice the
I like/ That is..../ Is structures
that your.....? Is - T sticks the A3 game paper on the board and puts
this...? the spinner at the centre and uses the magnets to
place at the starting point of the game.
- T divides class into two teams, decides the
starting point for each teams.
- T models the game: Spin and move the magnet to
the first picture that represents the partner letters
on the spinner and say the word for that picture. If
they can say the word successfully, they stay on
that square.
- T has one player from each team spin at a time,
they take turn to say the words and structure.
Keep doing that until T finds the winning team
(the one to reach to the end first)
Note: When students say the words, T encourages them
to say words in structure, example: rabbit, That is your
rabbit. After that, T points again to the rabbit picture and
has all Ss to repeat the words and structure.
T can let Ss play in pairs, instead of playing in teams.
Homework Oxford Phonics World 1 – Workbook, p.30+31 5 mins
A: Say. Then circle the beginning sound- Con nói các từ,
sau đó khoanh tròn vào âm bắt đầu của từ đó (Ví dụ:
monkey, âm /m/)
B: Say and match- Con nói chữ cái, sau đó nối với từ
tương ứng bắt đầu bằng chữ cái đó.
C: Write, say and connect in M-N-O order- Con viết, nói
và nối các từ theo thứ tự bảng chữ cái
D: Look and write- Con nhìn và viết ( Mỗi chữ cái có một
biểu tượng, con quan sát mỗi biểu tượng đại diện cho chữ
cái nào rồi viết vào ô tương ứng)